In this study we examined whether the temporal distribution of autobiographical memory changes when different types of cue words are used to elicit the memories, and how the type of cue word affects the phenomenal characteristics of the memories. A total of 76 participants, ranging in age from 21 to 69 years, were presented with 22 cue words (emotional, emotion-provoking, and neutral). They were asked to recall a personal event and to complete the Autobiographical Memory Questionnaire (Rubin, Schrauf, & Greenberg, 2003, 2004) for each cue word. Results showed that the phenomenological properties of autobiographical memories which were cued with emotional and emotion-provoking words were rated higher than those of memories which were cued with neutral words, and that the peak in the temporal distributions of the autobiographical memories that were cued with emotional or emotion-provoking words were located later than the peak of the distribution of the memories that were cued with neutral words.
Relationships between response styles, stressors, and depressive symptoms were investigated in a cross section of adolescents from 4th to 9th grades. A model including stress-diathesis and stress-generation was developed to examine whether response styles moderated the e ects of stressors on depressive symptoms, and whether response styles were linked to an increased likelihood of stressors. Results indicated that rumination and distraction functioned as moderators in adolescents that are high ruminators, or in adolescents that are low distractors exhibiting a stronger association between stressors and depression. Furthermore, all response styles were associated with the stressor level, such that rumination and distraction were related to increased levels of stressors, whereas problem-solving was related to decreased levels of stressors. It is suggested that a universal depression prevention programs for adolescents should focus on attenuating rumination and enhancing problem-solving skills.
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